This article argues that teaching health campaigns from an engaged pedagogy perspective is beneficial for students, instructors, and communities. This argument is supported by a teaching and learning perspective using a motorcycle safety campaign as an exemplar. Retrospective interviews were conducted with students who participated in a graduate-level, two-course engaged pedagogy sequence. Subsequently, the instructor’s perspective is used to describe challenges and offer suggestions for teaching health campaigns applying the scholarship of teaching and learning perspective. The analysis illustrates the benefits gained by incorporating a real-time health campaign into the curriculum, such as accomplishing specific course objectives while working on a bona fide safety campaign, and achieving a high level of student satisfaction. Ultimately, instructors are encouraged to incorporate this engaged approach when designing and teaching health campaign courses.